Case description:
First, in class, she always sits quietly and never raises her hand. I hinted at her several times with my eyes. She seemed to understand my intention and stood up slowly, her voice was very light and her throat was flushed. In a language activity at the beginning of school, I organized children to exchange words of blessing, and the children participated very enthusiastically, except Yiyi. I found that many times when my eyes met her, she bit her nails but didn't shy away. Instead, she looked at me closely, as if waiting for me to say something. So I took the opportunity to smile and say to everyone: "Yiyi also thought about blessing, so let's ask her to come up and talk about it!" " "This time, she stood up happily and said slowly:" I wish-happiness! "I wish-happiness!" This sentence is intermittent. Because she spoke softly, everyone didn't hear her clearly. So I called Yiyi to my side, hugged her and said to her, "Yiyi is the bravest. The children really want to hear from you. Can you say it again loudly? " In this way, with my encouragement, she gradually eased her nervousness and timidity and said in a natural voice, "I wish the children progress and happiness, and I wish the teacher good health and happiness every day!" Although her face was flushed, her speech won applause. Everyone thought she couldn't talk when she was in high spirits. When she spoke, it was really amazing!
Second, some time ago, it happened that the kindergarten was going to evaluate Chinese and music classes. The children in the class entered a tense review state together. When rehearsing Orff's music "Little Pillow", at first we found that Yiyi could not concentrate, and her singing performance was often distracted. I tried to remind her with my eyes, but it didn't work. I called her name several times before she suddenly woke up. At this time, she will feel embarrassed because her movements and rhythms are out of step with her peers, and sometimes she will be timid and embarrassed in the past. This situation has been repeated many times, and Yiyi is becoming less and less confident. In order to help Yi Yi change this psychological behavior, I let her play the role of "mother" by herself, and let her really throw herself into the music situation with a small pillow. With her role consciousness, she concentrated on being a "mother" and enhanced her self-confidence in performance. Sure enough, Yiyi attached great importance to this role and played it very well.
Case analysis and educational strategies;
From the observation, Yiyi lacks initiative and courage in learning activities, but nodding and hugging the teacher undoubtedly gave her great encouragement. In the activities of greeting, she is actually very smart, considering both blessing the children and congratulating the teachers. She really wanted to say something, but she was afraid to say it out loud. It was the teacher's timely encouragement that made her feel the care of the teacher and the care of the children, and let her put down her scruples and face the children boldly.
Introverted and exuberant, I began to become confident under my active guidance and constant appreciation and encouragement. The problems in music activities before class evaluation show that Yiyi is actually very expressive. When she was holding the pillow and singing: "Little pillow, soft, there is a little fairy asleep in the middle-",her face was full of maternal love and her voice was particularly soft. Obviously, her emotional singing is involuntarily infected and produces emotional reactions. At this time, if the teacher fails to fully understand the child, analyze the reasons for her absent-mindedness, and blame blindly, it may lead Yi Wei to give up the motivation to overcome lack of confidence and lose interest and motivation in learning. On the contrary, the teacher actually adopted the practice of letting her play the role of "mother", which satisfied the child's emotional needs and made her more confident. She not only changed passive learning into active learning, but also dared to express herself, which achieved twice the result with half the effort.
Besides, I often encourage Yiyi to participate in game activities, such as "Please guess who I am", "Take a message" and some folk games, such as "Throw a handkerchief" and "How many months does the lotus blossom". And encourage Yiduo to participate in game activities, speak as much as possible, have fun, and forget timidity and shyness. Look, how happy she is! (Figure 2) Froebel once said: "Games give people joy, freedom and satisfaction." This also fully shows that games play an irreplaceable role in children's personality.
Effect and experience:
After a period of observation and education, Yiyi can now speak and perform boldly in front of her peers. In the group dance performance of the winter fun games for parents and children, she ranked in the most eye-catching position and showed her dancing posture confidently. Recently, in the story-telling competition in our class, we gave a generous performance and told a vivid story: Little turtle met grandpa and brought us one surprise after another!
I think vigorous changes are inseparable from the role of maintaining attention in the interaction between teachers and children, and also from the influence of appreciation education on children! When we face a child who doesn't like to talk in the garden, but can speak well at home, we should pay attention to the positive and full emotional communication between teachers and children, "don't be stingy with our appreciation", create an encouraging and supportive learning environment for children, and truly become supporters, collaborators and guides of children's learning activities. "Be close to his teacher and believe in his way" is embodied in this case. In the future, I will continue to study and understand the spiritual essence of the Outline, pay full attention to children, and make every child lively and active.